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What is wrong: The graph is fine. The statistical analysis showing no difference is used correctly. The problem is that the test is too easy, so both groups are performing at or near 100% correct. There is therefore a ceiling effect, and this is almost certainly masking an alcohol-induced impairment. In fact, the t-test gives a probability of p = 0.051, which only just misses being significant. It would be worth reporting this actual value and concluding that although there is no difference between the conditions there is a trend in the direction of an impaired performance after alcohol. It would have been much better to have done a pilot study first to adjust the level of difficulty of the test so that, even after orange juice, some mistakes were being made, and taking care not to make the task so difficult that both participants were performing at chance in both conditions, creating a floor effect, which would also mask a genuine difference. 5.9 Writing up RESEARCH PROJECTS AND DISSERTATIONS 161 The general structure of a research report should be very familiar to you by now, but check the section on ‘Writing practical reports’ (pages 113–114) carefully, running through the notes about the different sections of a research report. The general aim is to write up your project as if you were preparing a manuscript for submitting it to a journal for publication. The only exception to this guide is that the figures and tables should be inset in the text, rather than grouped separately at the end as they would be for a journal submission. Tip: Finding a model for your research report ➢ A good way to help to plan the final stretch of your writing is to find a recent journal article on a topic in the general area of your research that has been written in the style and format your department requires. Obviously, if this is APA, then take your model article from an APA journal. Your supervisor may be able to give you advice on this. Rather than repeating the usual platitudes about writing concisely and in a relatively formal style, re-reading everything at least twice (once for sense, once for typos), and so on, that we have already been through in Chapter 4, we thought it would be helpful if we just gave you a checklist of things to tick off (Table 5.2). If possible, do this a day or two before the hand-in date so that you have time to correct any problems. This advice is based on long experience of the kind of errors or missed opportunities we have seen over the years in otherwise excellent project reports.
162 STUDY SKILLS FOR PSYCHOLOGY STUDENTS Is my title concise, elegant and informative? Does the Abstract contain details of the hypothesis, the method, the results and the conclusions? Does the Introduction lead clearly into the hypothesis to be tested? Does the Methods section contain enough detail for someone to repeat what I have done? Are the axes of all graphs labelled? Do the figures have error bars where appropriate? Do all tables and figures have legends? If the figures have error bars, do the legends say what these represent? Are all figures and tables mentioned at least once in the text? Are all the < and > symbols in my statistics reports the right way round? Does the Discussion refer back to points made in the Introduction? Are all references cited in the text in the References list? Are all references listed in the References section mentioned in the text? Are the references complete and correctly formatted? Are the appendices numbered and labelled? Is there a list of appendices at the start of the Appendix section? Are the pages numbered? Is the formatting of headings, etc. consistent throughout? Does the spell check on my word processor agree with my grammar and spelling? Figure 5.13. A checklist for ensuring your project report is in good order. Finally . . . remember that “Genius is one per cent inspiration and ninety-nine per cent perspiration” (attributed to Thomas Edison, 1847–1931).
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Successful Studying Study Skills fo
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Study Skills for Psychology Student
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For Georgina Brennan, Julia Henders
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viii CONTENTS 4.5 Preparing and pre
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Skills for Successful Study series
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xiv SERIES EDITOR’S PREFACE This
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Page 189 and 190: 174 SUCCESSFUL STUDYING 6.6 Working
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References Aserinsky, E., & Kleitma
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218 INDEX Blindsight, 189 Body mass
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220 INDEX GBR see Graduate basis fo
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222 INDEX Phenomenology, 196 Piaget
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224 INDEX t-test, 209 Turnitin, 84-
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